Prekindergarten Unit 3

Big Idea:

Study about diversity in families and living arrangements.

Student Expectations:

Priority Guidelines

Reading

III.A.3. Child recognizes that text has meaning.

III.C.1. Child names at least 20 upper and at least 20 lower case letters in the language of instruction.(Target 10 letters)

III.C.3. Child produces at least 20 distinct letter sound correspondences in the language of instruction.(Target 10 sounds)

Math

V.A.2. Child uses words to rote count from 1 to 30. (Target 1-10)

V.A.3. Child counts 1‐10 items, with one count per item. (Target 3 items)

V.A.4. Child demonstrates that the order of the counting sequence is always the same, regardless of what is counted.

Focus Guidelines

Social/Emotional

I.C.1. Child uses effective verbal and nonverbal communication skills to build relationships with teachers/adults.

I.C.4. Child increasingly interacts and communicates with peers to initiate pretend play scenarios that share a common plan.

I.C.7. Child interacts with variety of playmates and may have preferred friends.

Language

II.B.2. Child engages in conversations in appropriate ways.

II.D.1. Child uses a wide variety of words to label and describe people, places, things, and actions.

II.D.5. Child increases listening vocabulary and begins to develop vocabulary of object names and common phrases.

Reading

III.D.1. Child retells or re‐enacts a story after it is read aloud.

III.D.3. Child asks and responds to questions relevant to the text read aloud.

III.D.4. Child will make inferences and predictions about text.

III.E.1. Child can distinguish between elements of print including letters, words, and pictures.

Writing

III.E.1. Child can distinguish between elements of print including letters, words, and pictures.

Math

V.E.3. Child recognizes and creates patterns.

V.C.1. Child names common shapes

V.E.1. Child sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different.

Social Studies

VII.A.2. Child identifies similarities and differences in characteristics of families.

Vll.C.1. Child identifies and creates common features in the natural environment.

VII.B.1. Child demonstrates that all people need food, clothing, and shelter.

Ongoing Guidelines

Social Emotional

I.A.1. Child is aware of where own body is in space and respects personal boundaries.

I.A.2. Child shows self‐awareness and can express pride in age appropriate abilities and skills.

I.A.3. Child shows reasonable opinion of his own abilities and limitations.

I.A.4. Child shows initiative in independent situations and persists in attempting to solve problems.

I.B.1a. Child follows classroom rules and routines with occasional reminders from teacher.

I.B.1b. Child takes care of and manages classroom materials.

I.B.1c. Child regulates his own behavior with occasional reminders from teacher.

I.B.2.a. Child begins to understand difference and connection between emotions/feelings and behaviors.

I.B.2.b. Child can communicate basic emotions/feelings.

I.B.2.c. Child is able to increase or decrease intensity of emotions more consistently.

I.B.3a. Child sustains attention to personally chosen or routine tasks until completed.

I.B.3b. Child remains focused on engaging group activities for up to 20 minutes at a time.

I.C.1. Child uses effective verbal and nonverbal communication skills to build relationships with teachers/adults.

I.C.2. Child assumes various roles and responsibilities as part of the classroom community.

I.C.3. Child shows competence in initiating social interactions.

I.C.4. Child increasingly interacts and communicates with peers to initiate pretend play scenarios that share a common plan.

I.C.5. Child initiates a problem‐solving strategies and seeks adult help when necessary.

I.C.6. Child demonstrates empathy and caring for others.

I.C.7. Child interacts with variety of playmates and may have preferred friends.

I.D.1. Child demonstrates an understanding that others have perspectives and feelings that are different from her own.

Learning Targets:

• I will learn how my family is similar/different from my classmates’.
• I will explore the different kinds of homes families live in.

Essential Questions:

• How many people are in your family?
• Do you have a brother or a sister?
• What are ways that a family takes care of each other?
• What type of housing so you live in?
• What is the difference between a house and an apartment?

Extra Information:

Adopted Textbook: Frog Street PreK

District Grading Policy